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Given an increasingly interconnected world with an expanding knowledge base, this research engaged 15 international scholars to resolve two research questions: (a) what are the knowledge objects that are essential for the doctoral-level professional working in international agricultural and extension education in 2010, and (b) what are the knowledge domains that coalesce and organize knowledge objects by general principles? Using the Delphi method, scholars engaged in three rounds to identify, rate, and confirm consensus on knowledge objects (KO's) and knowledge domains (KD's) for agricultural and extension education-2010. KO's consisted of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories. From a submission of 335 KO's, 240 distinct KO's were rated; the number was reduced to 173 KO's as agreed to by the expert panel. Researchers merged the 173 statements into 126 unique KO's and assigned them to one of 12 knowledge domains. Knowledge domains were defined as related KO's organized by general principle. The expert panel reached agreement on the 12 KD categories and the placement of 126 KO's that delineate the field of study.

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This article describes the outcomes of field-based efforts to increase diversity in agricultural education programs and the FFA. This study focused on three schools in San Antonio, Texas. Guided by Rogers' (2003) theories of diffusion of innovations, a series of six intervention strategies was implemented: (a) provide specific FFA or agricultural education experiences for student opinion leaders; (b) provide specific experiences for parents, alumni, boosters, and school administrators (champions and opinion leaders); (c) provide professional development for teachers (ensure compatibility); (d) introduce new curricula to allow for an expansion of the agricultural education program (trialability); (e) provide access to an on-site project advisor (change agent); and (f) provide project leadership and oversight through a partnership among university faculty members and National FFA staff. Evidence indicated that all three schools increased Hispanic enrollment in their agricultural education program and membership in the FFA. Each school experienced an increase in the number of Hispanic students participating in local, state, and national FFA activities. Additionally, each school increased the total number of local, state, and national FFA activities in which they participated. The three schools established FFA alumni chapters with parents and/or boosters engaged in activities to support students.

Humans are set apart by the ability to solve problems-to do research. Hamlin (1966) described research as ". ..an unusually stubborn and persisting effort to think straight which involves the gathering and the intelligent use of relevant data" (p. 14). Kerlinger (1986) defined research as a "systematic, controlled, empirical, and critical investigation of natural phenomena guided by theory and hypotheses..." (p. 10). Warmbrod (1986) recommended ". ..we pay greater attention to the significance and importance of the problems and issues that we research" (p. 9). Is our research guided, thoughtful, and important? External decision makers tied to agricultural education have the perception that our research lacks focus; that it is soft and not systematic (Buriak and Shinn. 1989). Whether this perception is true or otherwise, the question remains: Do we identify, prioritize and research focused problems and issues that are a part of a collective and systematic effort?

In this study, the researchers used a classical Delphi method to reexamine the conceptual framework, definition, and knowledge base of the field. Seventeen engaged scholars, each representing the expert agricultural education community, reached consensus on defining the field of study, 10 knowledge domains, and 67 knowledge objects. The Delphi panel agreed, "Agricultural education-2010, as a field of study, integrates social and behavioral sciences with the natural and applied science of agriculture, renewable natural resources, and environment. The knowledge base for agricultural education-2010 includes planning and needs assessment; curriculum development; learning theory; instructional design; delivery strategies; evaluation; research methods and tools; scholarship and writing; history, philosophy, and ethics; and contextual applications, culture, and diversity-all effecting continual improvement. Agricultural education empowers people to think more critically, to perform more skillfully, to communicate more clearly, to plan and affect change more efficiently, to solve problems more creatively, and to act based on principles-all of which involves vital choices and consequences in a global society." The Delphi panel concurred on 10 knowledge domains composed of 67 core knowledge objects consisting of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories that are essential for building professional practice in agricultural education.

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